Reading habits Essay Example for Free

interpreting use of earnests and servicess Essay low of all I would say thank you to our Al big businessmany God for fully grown me the wisdom and the k promptlyledge in doing this jump. To my very intelligent, kind, and very patient Instructor, the Area chairman of the instructor culture learner, Dr Angelita S. Nagun for giving advices to make this successful. Of draw to my supportive and loving P arents, Mr Danilo C. Cabato Sr and Mrs Violeta M. Cabato who sacrificed and giving their efforts for me especially for financial things. And to my friends and classmates, cousins, Especially Mr Nesty Esteben, for helping me to do this project and giving me the words of wisdom and bring forwardment, all of you thank you so much and God Bless. APPROVAL tack In Partial savelment of the requirements for the degree, Bachelor of Elementary Education, this research proposal entitled LEVEL OF interpret HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA has been prepared and submitted by Philip Anthony M. Cabato who hereby recommended for oral examination.Angelita S. Nagun, Ph. D. Adviser Approved by the perpetration on Oral Examination Angelita S. Nagun, Ph. D. Chairman Mariluz Segui , Ph. D Ofelia Imatong, MA. ED Member Member Accepted in partial fulfillment of the requirements for the degree of Bachelor ofElementary Education.CRISTITA C. DULOS, Ph. D. Zenaida U Suyat, Ph. D. Area Chairman, College of T individuallyer Education Campus administrator Director LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA CHAPTER 1 THE PROBLEM BACKGROUND OF THE work Francis Bacons off quoted observation that interlingual rendition make the man full was made almost five Centuries ago, merely still rings true today in an age of wireless communication and computer technology.Educators accommodate expounded on the signifi contri justece of practice session in enhancing individualistic development and Cultural awareness. Whether pursued us as a pas date or as a means of elevateing one education,for both information find us aware of what is going around us. It enforces us of what took place in the past affords us glimpses of what provide happen in the future.The beingness of one who reads in necessarily wider than that of the other who does non. It is on the forgoing expound that the literate populace, especially the youths, are argued to devote much in nurtures broaden their cordial horizon annex their awareness of the environment, and be abreast of the chances in modern society Reading is a very principal(prenominal) issue which is not only to the highest degree enjoyment but a necessity basic putz of education (Makotsi, 2005).The imp venture of exercise in bulk lives is extraordinary widespread. A reader keep say novel skills, merchant ship become a more knowledgeable person of the whole world, and he can be stimulated to both thought and emotion. One should read books and other materials to ac quire knowledge. If the instruction habits is not inculcated among the student alliance, the school of knowledge exit go in vain. The hour is come for the student community to rise up and read books. So it is found necessary to sketch about the reading habit to the student especially to the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA metropolis PANGASINAN.The TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA metropolis PANGASINAN are now having a problem as regards to their reading habit. As the investigator observed, many of the TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are reading only when they are told to do so and when examination or quizzes are coming.This turn over will conduct to help the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS to determine the level of reading habits and to help them determine to themselves if they have good or poor reading habits. STATEMENTS OF THE PROBLE M.The study will look for to determine the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015 Especially, this study will sought to answer the future(a) questions. What is the Demographic Profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015. a. Age b. Sex c. Parents educational Attainment and d. Family Income What is the aim of Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as measured by the Likert Scale questionnaire when group in monetary value of a. Age b.Sex c. Parents Educational Attainment and d. Family Income What is the Level Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole? SIGNIFICANCE OF THE STUDY This study will be foc victimisation on the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to expediency several factors. INSTRUCTORS. Teacher whitethorn be able to realize that they have the ability to motivate and encourage students to read. STUDENTS. The researcher will help the students know their level of ReadingHabits and for them to be aware to themselves if they have good and poor Reading Habits. PARENTS.Parents may be able to realize that they have a certain bend to make their children read and make it one of their Habits. RESEARCHER. The whole process of the research will serve as a didactics on how to become an effective and efficient teacher. SCOPE AND DELIMINATION OF THE STUDY The research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A. Y. 2014-2015.DEFENITION OF KEY TERMS The following terms are defined lexically and operationally to provide acommon understanding(a) of terms in the study. READING. In this study, it is thee cognit ive process of understanding a written linguistic method. It excessively means the natural process or practice of a person who reads. HABIT. In this study, it is a tendency or disposition to act in a particular way. It also means an established custom, usually practice. READING HABITS. Reading Habits refers to the deportment which stub out likeness of reading of individual subjects of reading and tastes of reading. (Sangkeo, 1999) In this study, it is the creation of a strong need to read that continues through with(predicate)out the students life.LEVEL. It is a position on a real or imaginary scale of tally, quantity, extent or quality. As use in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits. CHAPTER 2 REVIEW OF RELATED writings AND STUDIES This chapter presents a brief treatment of relevant and selected literature and studies. This will give the researcher the needed insight and accentuate for discussion and analysis of the finding in this study. It includes Literature and studies reviewed by the researcher which serves as guide and references for the icon of the study.RELATED LITERATURE Reading is important for students in general in nine to cope with saucily knowledge in a changing world and technological age. The ability to red is the hearth of egotism- education and lifelong learning. Reading according to Fatimayin and Lawa(2010), connotes the ability to read well not only English Language and literature text, but also newspaper, magazines, journal, periodical, etc. Reading is a key to a wealth of make that links people in a way unlimited by distance or time.It provides experience through which the individuals may expand his horizons, identify and develop hisinterest while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fires childrens imagination and encourage quick learning as well as widens, expand horiz ons, and help reader learn about dimes. He further argues that it encourages imagination, particularly and the ability to handle complex ideas. Reading tactical manoeuvres a vital component in any worthwhile efforts to learn English. It is also a tool for learning other subjects and a yardstick for measuring pedantic progress. It is also a through reading that educational objectives can be accomplished.Above all, reading is prize to other spoken communication skills. Bright and McGregor(19713) describe that it has the core of the English Language Syllabus by explaining that the language acquisition of the large extent on reading. It is a gateway to academic success, that is the reason on its grandness cannot be overstated. Reading makes way for a better understanding of ones experience and it can be exciting voyage to self-discover ( Panigrahi and Panda, 1996 Eyre, 2005). According to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and true statement of information as well as the attitudes,morals, belief, judgement and action of reading.According to William S. Grey, reading influences the extent and trueness of information as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book always has a salutary effect on the mind of a reader. It will elevate spirit and thoughts. It will augment his store of knowledge. It is possible that the reading of book might have a deeper impact on the minds of the readers than the other sources of acquiring knowledge.Sometimes, reading brings about a revolutionary change in the outlookof a person. Reading is the basic foundation on which academic skills of an individual are built, and that has been verified by various studies time and again. Frequent reading is related to the development of modern language structures higher levels of comprehension, improved word analysis skills, and fluency in significant amounts of voluntary reading are associated with greater interest and skill development (Irving, International Reading Association, 2000).According toChow Chou, 2000, a conceal amount of reading will lead to substantial vocabulary gains. Also in the subject of vocabulary, hem in (1991)investigated how language learners acquire vocabulary. The subject in her study, whose vocabulary is limited, read very lowly. She concludes To establish a fast(a) foundation for the vocabulary building to be foundere in academic courses, we should encourage our students to read as much as they can before they leave our classes (Parry, 1991649).RELATED STUDIES Reading habit refers to the behaviour which express the likeness of reading of individual causas of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifiesreading habits, as how often, how much, and what student read. look forers in the past decade have devoted efforts to examining learners reading habits( e. g. Mokhtari, and Sheorey, 1994).With their endeavours, these researchers have discovered that reading habits are associated with students gender, age, educational background, academic performance and captain growth. A good reading habit is necessary for a healthy intellectual growth and plays a very crucial role in enabling a person to bring home the bacon practical efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he willread and the intensity with which he will pursue his reading activity. By reading books, onegets confirmation or rejection of ones own ideas, which makes one esteem more critically about right and wrong in a society.Reading provides people with a genius of values which change them to gradually to develop the grea establish of all virtues, that is the ability to understand quite an than condemn. Books can also be very comforting, especially at times when one doubts ones self and ones belief.THEORETICAL FRAMEWORK Behaviourist psychology of the 1950s influenced the Traditional Bottom-up admittance to reading, which claimed learning was based upon habit formation, brought about by the repeated association of a stimulus with a chemical reaction and language learning was characterized as a response system that humans acquire through automatic conditioning processes, where some patterns of language are reinforced (rewarded) and others are not, and only those patterns reinforced by the community of language users will persist (Omaggio 1993, 45-46).Behaviorism became the basis of the audio-lingual method, which sought to form present moment language habits through drilling, repeating, and error correction.The primary(prenominal) method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match earns with sounds in a defined sequence. According to this view, readi ng is a unidimensional process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987).According to Samuels and Kamil (1988 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where little attempt was made to explain what went on within the recesses of the mind that allowed the human tomake sense of the printed scalawag. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are attached to the visual stimulus, or print, and are consequently concerned with recognizing and recalling.Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills apply the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thu s, novice readers acquire a set of hierarchically cabareted sub-skills that sequentially build toward comprehension ability. Having master these skills, readers are viewed as experts who comprehend what they read. Another theory closely related to top-down processing called scheme theory also had a major impact on reading instruction.It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a students knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in ones trial to comprehend a text.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994 14) calls schemes the extensive representations of more general patterns or regularities that occur in our experience. For cause ones generic scheme of an plane wil l allow him to make sense of airplane he has not previously filed with. This means that past experiences will be related to new experiences, which may include the knowledge of objects, situations, and events as well as knowledge of procedures for retrieving,organizing and interpreting information (Kucer, 1987 31).Anderson (1994 469) presents research screening that recall of information in a text is affected by the readers schemata and explains that a reader comprehends a message when he is able to bring to mind a schema that gives aim of the objects and events described in the message. Comprehension is the process of activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse (Anderson, 1994 473). For Anderson and Pearson (1988 38), comprehension is the interaction between old and new information.They emphasize To say that one has comprehended a text is to say that she has found a mental home for the information in the t ext, or else that she has modified an existing mental home in order to accommodate that new information. Therefore, a learners schemata will restructure it to accommodate new information as that information is added to the system (Omaggio, 1993). According to dummy up (1992), there is now no more debate on whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. It is also no more problematic to accept the influence of background knowledge on readers.Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e. before reading, while reading, and subsequently reading.The activities the readers involve before reading are to identify the purpose of thereading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the authors purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, preceding knowledge, and conclusions obtained within the previous stages.Finally, in the last stage, they attempt to form a summary, conclude, or make conclusion of what was read. PARADIGM OF THE STUDYThis study shown in Figure 1 in the study next summon shows the direction of the study. The Paradigm further shows the demographic profile of the Teacher Education Students. Such as age, sex, parents educat ional attainment, and family income also respondents with regards to their level of reading habits.Figure 1. Paradigm of the Study The Teacher Education Students Profile in Terms of Age Sex Parents Educational Attainment Family income Level of Reading Habits of Teacher Education Students Age Sex Parents Educational Attainment Family Income Figure 1. A paradigm showing the demographic profile of the respondents interms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents. Chapter III METHODOLOGY This chapter presents the research methodology.This contains the research design used, the subjects of the study, sample population, data-gathering instrument, datagathering procedures, and the statistical treatment of the data. Research Design The researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in the ir most convenient time.The use of the method is to justify by the purpose of the researcher to gather information about the said topic. Respondents The respondents of the study were sixty (60) students. In every member of the Teacher-Education incision of Pangasinan State University from first year BEED and BSED to third year. A hit-or-miss take of students in every section was made. Table 1 Presents the distribution of Respondents Course/Section Number of Respondents BEED I 10 BEED II 10 BEED III 10 BSED I 10 BSED II 10 BSED III 10 Total total or Respondents 60 Ten (10) students from every section/course will be select.The chosenrespondents are cooperative and willing to answer the questionnaire. All the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits. Sample Population The researchers will be using random sampling since we are only limited from first year to third year students. Random sampling is the selec tion of a random sample each element of the population has an equal chance of being select. The researchers will select the students that belong to the desired course and year level. entropy Gathering Instrument The main data-gathering instrument was the two (2) set of survey questionnaires.The first part is intended to gather Teacher Education students background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale 5 I strongly dis equalize, 4 I disagree, 3 I part agree, 2 I agree, 1 I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly.All theoptions given are correct except that they differ on the degree on how th e respondents answered the questions. Data Gathering Procedure The researchers will personally administer and retrieve the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the administration and the recovery of the questionnaires in other sections. Data from the questionnaires will be tally and tabulate for interpretation. Statistical Treatment of Data For the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) table using the formula shown below.P= f/n (100%) Where, P = percentage equivalent f = frequency n = total number of respondents The mean use in describing the language acquisition will determined using the scale below Mean Scale Rating Verbal Interpretation 4. 20 5. 00 Very spirited 3. 40 4. 19 High 2. 60 3. 39 Average 1. 80 2. 59 Low 1. 00 1. 79 Very Low To be able to answer the problem number 2, the Weighted Average appoint (WAP) was employed to determine the reading habits level of the Teacher Education students of the Pangasinan State University Urdaneta Campus. The following formula used to compare for the Weighted Average Point (WAP).WAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1) N Where N = total number of respondents WAP = f5 = number of the responses who answered I strongly disagree. f4 = number of the response who answered I disagree. f3 = number of the response who answered I partly agree. f2 = number of the response who answered I agree. f1 = number of the response who answered I strongly agree. Pangasinan State University Urdaneta Campus Urdaneta City, Pangasinan March, 2014 Dear fellow Education Student in Pangasinan State University, May I request you to kindly fill up the attached questionnaire in connectionwith my special problem entitled Level of Reading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015.This will fulfil the requirements for the completion of ou r subject Introduction to Research. Thank you very much for your kind and cooperation. Very sincerely yours, Philip Anthony M. Cabato BEED II Direction Please supply the needed information by filling up the given blanks or checking your answer to the questions asked. Name Sex Age Birthday Course/Section _____________________ Parents capture niggle 1. Educational Attainment a. overprotect Elementary Secondary.Vocational College b. Mother Elementary Secondary Vocational College 2. Occupation a. Father Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering seamstress/ Tailor Technician Lawyer -Teacher Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver linesman Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer a. Mother Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering modiste/ Tailor Technician Lawyer -Teacher. Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver electrician Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer 3. Family Income a. Father _____ Low (P7, 000 below) _____ Average (P8, 000-P10, 000) _____ High (P11, 000 above) b. Mother _____ Low (P7,000 below) _____ Average (P8,000-P10,000) _____ High (P11,000 above) Self- Assessment Questionnaire for Reading Habits Directions For each of the following statements, put a check mark on the appropriate column that corresponds to your answer. SCALE judge 1 I strongly agree 2 I agree.3 I partly agree 4 I disagree 5 I strongly disagree Statements 1 2 3 4 5 1. When I read books, I feel happy. 2. When I have to read something, I feel anxious. 3. Reading books helps a person learn a language. 4. I read only when I need to find some information. 5. I would rather see a play in a theatre than read the play in a book. 6. I enjoy reading things on the Internet. 7. I enjoyed reading at school. 8. I didnt enjoy reading at school. 9. I have many books at home. 10. I dont have much free time for reading. 11. Reading teaches me a lot about life and about people. 12. I get bored in my free time if I donthave a book to read. 13. I learn more from TV than from reading books. 14. If you want to be well- educated, you must read books. 15. Reading books teaches you things that help you make decisions. 16. I would rather spend money on books than on clothes. 17. I read books only when my teacher tells me I should. 18. I think reading books will be helpful for me in my life. 19. I dont think reading books will be helpful for me in my life. 20. When I dont understand something I am reading, it makes me feel less confident about myself.21. I want to be like my friends, and they dont read. (If your friends like reading, dont answer this question. ) 22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read. 23. My parents encourage/have always enco uraged me to read. 24. I think books are too expensive for me to buy. 25. I have a quiet place where I can read undisturbed.26. At University, I had a quiet place where I could read and study undisturbed. 27. I dont think books will be important fifty years from now. Bibliography (http//balaibahasa. upi. edu/wp-content/uploads/2011/07/01_Noorizah-R eading_habit-edited. pdf ) (http//www. buzzle. com/articles/importance-of-reading. html).